Didactics of mathematics (DM) and professional didactics (DP): a proposition of complementarity and teacher training in Brazil
Abstract
In Brazil, we have again recorded a scenario of obsolescence and anachronism resulting from the adoption of mathematical teacher's professional development paradigms which show, among other problems, distant and unrelated to the real problems of the class and not do not explain the obstacles to the functioning and professional development of the teacher. On the other hand, after a tradition of a few decades of research developed in Brazil under the influence of mathematics education, the french tradition research inaugurated a strong repercussion, the description of a theoretical frame of reference more interesting for the professional development process of the teacher. Thus, the present work presents a perspective of complementarity involving certain notions of the theory of didactical situations - TSD and professional didactics - DP. Thus, the introduction of this perspective of complementarity of the two reference systems can have repercussions on the improvement of the research practices in Brazil related to the mathematics teacher.
Downloads
DECLARATION OF ORIGINALITY AND COPYRIGHTS
I declare that this article is original and has not been submitted for publication in any other national or international journal, either in part or in its entirety.
The copyright belongs exclusively to the authors. The licensing rights used by the journal are the Creative Commons Attribution 4.0 (CC BY 4.0) license: sharing (copying and distributing the material in any medium or format) and adaptation (remixing, transforming, and building upon the material thus licensed for any purpose, including commercial purposes) are permitted.
It is recommended that you read this link for more information on the subject: providing credits and references correctly, among other crucial details for the proper use of the licensed material.
